International Journal of Language Testing

Keyword Index

A

Academic Self-confidence The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners [Volume 11, Issue 2, 2021, Pages 1-12]
Academic success Showcasing the Predictive Validity of High School Records for Students of English Language and Literature [Volume 11, Issue 2, 2021, Pages 168-179]
Activities The Impression of Formative Assessment in the Immediate Improvement of EFL Learning: Investigation of Pre-service Teachers’ Percipience in English for Teachers Course [Volume 13, Issue 1, 2023, Pages 236-259]
Afghan Learners Validation of C-test Among Afghan Students of English as a foreign Language [Volume 11, Issue 2, 2021, Pages 109-121]
Ambiguity Tolerance The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
Analytical Scoring Scale Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness [Volume 12, Issue 2, 2022, Pages 25-44]
Analytic rating scales Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
Analytic scoring A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
Apologies Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
Applied ELT Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Assessment Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
Assessment Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
Assessment Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Assessment The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
Assessment Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Assessment Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]
Assessment Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
Assessment as learning Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
Assessment for learning Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
Assessment identity Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers [Volume 11, Issue 1, 2021, Pages 103-131]
Assessment Practices Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
Attitude Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
Attitudes towards Cheating The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners [Volume 11, Issue 2, 2021, Pages 1-12]
Attitudinal and Beliefs Dimensions Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Attribute Relationship Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Authenticity Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
Authenticity Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]
Authenticity Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
Authenticity Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
Authenticity New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
Automated Writing Evaluation (AWE) Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]

B

B1 Preliminary English test A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Background knowledge Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
Bangladeshi context Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills [(Articles in Press)]
Bias Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]
Bifactor model, Multidimensional IRT Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Blended feedback Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]

C

CAF TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
CBT Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]
CDA Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
CDMs Application of Cognitive Diagnostic Models to the Listening Section of the International English Language Testing System (IELTS) [Volume 9, Issue 1, 2019, Pages 1-28]
CDMs Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
CEFR Contrasting Groups Analysis of TOEFL® iBT Test Cut Scores and the Common European Framework of Reference (CEFR) Proficiency Levels: Kernel Density Estimation of an English Learners’ Corpus [Volume 11, Issue 1, 2021, Pages 88-102]
Certification Testing Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
CFA EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale [Volume 11, Issue 1, 2021, Pages 1-21]
Chinese as a second language Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]
Classroom Assessment The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
Classroom Assessment Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Classroom Assessment Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
Classroom assessment practices Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom [(Articles in Press)]
Cognitive Correlates An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]
Cognitive Diagnostic Model A Cognitive Diagnostic Modeling Analysis of the English Reading Comprehension Section of the Iranian National University Entrance Examination [Volume 10, Issue 1, 2020, Pages 11-32]
Cognitive Diagnostic Model (CDM) Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
Cognitive Diagnostic Modeling Cognitive Diagnostic Modeling of L2 Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination [Volume 6, Issue 2, 2016, Pages 92-100]
Cognitive Diagnostic Models (CDMs) The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Cognitive Load Behavioral Cognitive Assessment Scrutinized in Language Testing and Vocabulary Size Test [(Articles in Press)]
Communicative Language Testing Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
Conception of assessment The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
Conditional independence Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Confirmatory Factor Analysis Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
Confirmatory Factor Analysis Designing and Validating a Comprehensive Questionnaire to Assess Online Interaction Learning Model [Volume 11, Issue 2, 2021, Pages 34-50]
Confirmatory factor analysis (CFA) Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Construction-integration model Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
Constructs validity Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
Construct validity Models of Language Proficiency: a Reflection on the Construct of Language Ability [Volume 1, Issue 1, 2011, Pages 42-48]
Construct validity Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Conventional Expressions Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
Correlation Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
COVID-19 EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
COVID-19 lockdown Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
Criteria Showcasing the Predictive Validity of High School Records for Students of English Language and Literature [Volume 11, Issue 2, 2021, Pages 168-179]
Cronbach’s alpha Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]
C-test Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
C-test Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
C-test Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]
C-test An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]
C-test Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
C-test Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model [Volume 7, Issue 1, 2017, Pages 51-61]
C-test Validation of C-test Among Afghan Students of English as a foreign Language [Volume 11, Issue 2, 2021, Pages 109-121]
C-test A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
C-test Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Cumulative stems Investigating the Value of Different Kinds of Stems in Multiple Choice Tests: Interruptive Vs. Cumulative [Volume 13, Issue 2, 2023, Pages 170-187]

D

Diagnostic Classification Models Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling [Volume 11, Issue 1, 2021, Pages 22-35]
Diagnostic Classification Models Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Diagnostic Formative Assessment The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
DIF Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
DIF Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Differential Distractor Functioning (DDF) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
Differential Item Functioning Validation of a Language Center Placement Test: Differential Item Functioning [Volume 13, Issue 1, 2023, Pages 1-17]
Differential Item Functioning Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Differential Item Functioning (DIF) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
DIF Sources Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
DINA Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
DINA Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
DINO Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Dispersion model Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Distractor analysis Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Double monotonicity Model A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
Dynamic assessment The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners [Volume 3, Issue 2, 2013, Pages 60-77]
Dynamic assessment The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
Dynamic assessment The Effects of Interactionist and Interventionist Dynamic Assessment on EFL Students’ Perfectionism, Willingness to Communicate, and Foreign Language Anxiety [Volume 11, Issue 2, 2021, Pages 13-33]
Dynamic assessment The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]

E

Educational Consequences Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
Educational Language Testing Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Educational Measurement Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
EFA EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale [Volume 11, Issue 1, 2021, Pages 1-21]
EFL Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
EFL The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners [Volume 5, Issue 2, 2015, Pages 110-120]
EFL Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
EFL learners Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
EFL learners Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
EFL learners Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills [(Articles in Press)]
EFL student Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
EFL students EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale [Volume 11, Issue 1, 2021, Pages 1-21]
EFL teachers Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms [Volume 10, Issue 2, 2020, Pages 129-144]
EFL teachers Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers [Volume 11, Issue 1, 2021, Pages 103-131]
EFL teachers The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
EFL teachers Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation [Volume 13, Issue 2, 2023, Pages 56-76]
EFL teachers Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
EFL teachers Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives [(Articles in Press)]
EFL teachers Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom [(Articles in Press)]
EFL writing assessment Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
E-learning The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
Engagement Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]
English as a Lingua-Franca Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran [(Articles in Press)]
English in higher education The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education [Volume 13, Issue 1, 2023, Pages 139-165]
English language teaching EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
English majors Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
English M.A. university entrance examination Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
English Proficiency The Effect of Test Preparation on English Proficiency Performance of English Learners [(Articles in Press)]
English Proficiency Test (EPT) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
English test The Effect of Test Preparation on English Proficiency Performance of English Learners [(Articles in Press)]
English Test for International Communication Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
English vocabulary assessment Behavioral Cognitive Assessment Scrutinized in Language Testing and Vocabulary Size Test [(Articles in Press)]
Exam Anxiety The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
Expectations An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]
Experienced EFL Teacher Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]
Explanation inference Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
Exploratory Factor Analysis (EFA) Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]

F

FACETS Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]
Factor analysis Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
Factor analysis Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Fairness Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
Fairness Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Fairness Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
Fairness Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
Foreign language anxiety The Effects of Interactionist and Interventionist Dynamic Assessment on EFL Students’ Perfectionism, Willingness to Communicate, and Foreign Language Anxiety [Volume 11, Issue 2, 2021, Pages 13-33]
Formative Assessment Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
Formative Assessment Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
Formative Assessment Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
French as a Foreign Language An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French [Volume 13, Issue 2, 2023, Pages 1-12]

G

G-DINA Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
GDINA Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
GDINA The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
G-DINA, compensatory A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Gender The Relationship among Academic Discipline, Gender and Total Exam Score on Test-Taking Strategies: The Case of the General English Section of the National Iranian PhD Entrance Exam [Volume 7, Issue 2, 2017, Pages 99-115]
Gender Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
General Education New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
Generalizability Theory Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
General Language Ability The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners [Volume 11, Issue 2, 2021, Pages 1-12]
General Training Module Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS) [Volume 11, Issue 2, 2021, Pages 91-108]
Graduate Record Examination (GRE) A Meta-Analysis on the Predictive Validity of Graduate Record Examination (GRE) General Test [Volume 11, Issue 2, 2021, Pages 51-63]
Grammatical Accuracy Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
Grammatical knowledge Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
Graphical displays Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Guessing effect Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
Guttman’s Lambda2 Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]

H

High Stakes Exam Text complexity of reading comprehension passages in the National Matriculation English Test in China: The development from 1996 to 2020 [Volume 11, Issue 2, 2021, Pages 142-167]
High-Stakes Test Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
High-Stakes Test The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
High-stakes Tests Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context [Volume 10, Issue 2, 2020, Pages 71-87]
Holistic scoring A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]

I

Idiom On the Effectiveness of Quizzes on L2 Idioms Learning [Volume 5, Issue 1, 2015, Pages 60-77]
IELTS Application of Cognitive Diagnostic Models to the Listening Section of the International English Language Testing System (IELTS) [Volume 9, Issue 1, 2019, Pages 1-28]
IELTS Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS) [Volume 11, Issue 2, 2021, Pages 91-108]
IELTS Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
IELTS New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
IELTS Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
IELTS writing Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
Impact Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
Impact The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
Implicit theory of writing Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
Incremental theory of intelligence Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
Individual translation Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
Inferencing Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
Instructional improvement Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Integrated assessment Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach) [Volume 11, Issue 1, 2021, Pages 36-57]
Interactionist dynamic assessment The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
Interactive Discourse Completion Tasks Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
Interlanguage pragmatic competence Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
Inter-rater reliability Fairness in Oral Language Assessment: Training Raters and Considering Examinees’ Expectations [Volume 11, Issue 2, 2021, Pages 64-90]
INUEE The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
IQ IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
Iran The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
Iranian EFL teachers' Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
Iranian EFL Teachers Demystifying Iranian EFL Teachers' Alternative Assessment Literacy Beliefs, Practices, and Challenges: A Mixed Methods Study [Volume 13, Issue 2, 2023, Pages 77-95]
Iranian EFL teachers' assessment literacy Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy [Volume 13, Issue 2, 2023, Pages 13-37]
Iranian National PhD Entrance Exam Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
Iranian test takers TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
Iranian Universities Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
Iraqi EFL teachers Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
Islamic Azad University English Proficiency Test (IAUEPT) The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Item Response Theory The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education [Volume 13, Issue 1, 2023, Pages 139-165]
Item Response Theory Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Item Response Theory (IRT) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]

J

Job demand Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]
Job resource Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]

K

Kane’s model of interpretative argument Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
Keywords: assessment for learning Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
Keywords: Cognitive Diagnostic Assessment The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]

L

L2 Chinese Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
L2 journals, L2 research, Multivariate data analysis, Structural equation modeling Structural Equation Modeling in L2 Research: A Systematic Review [Volume 13, Special Issue, 2023, Pages 79-108]
L2 Learning The Effect of Portfolio Assessment on EFL Learners’ Expository Writing Ability [Volume 5, Issue 1, 2015, Pages 46-59]
L2 speech act performance assessment Towards Increased Classroom Assessment of Pragmatic Ability [Volume 4, Issue 1, 2014, Pages 5-25]
L2 writing How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment? [Volume 2, Issue 1, 2012, Pages 28-58]
L2 writing assessment A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
Language assessment Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
Language assessment Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach) [Volume 11, Issue 1, 2021, Pages 36-57]
Language assessment Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
Language assessment Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives [(Articles in Press)]
Language Assessment Literacy Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Language Assessment Literacy Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]
Language Assessment Literacy Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation [Volume 13, Issue 2, 2023, Pages 56-76]
Language Assessment Literacy Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom [(Articles in Press)]
Language skills Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills [(Articles in Press)]
Language Testing and Assessment Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
Learner-centered Pedagogy Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
Learners’ autonomy The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners [Volume 5, Issue 2, 2015, Pages 110-120]
Learners’ Perception Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
Learning A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]
Lexico-grammatical scoring How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment? [Volume 2, Issue 1, 2012, Pages 28-58]
LID Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]
Life issues Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Life-Language model of proficiency Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Life-Language Test Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Listening Comprehension Ability The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
Listening Performance Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach) [Volume 11, Issue 1, 2021, Pages 36-57]
Listening skill The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
LOA Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives [(Articles in Press)]
Local item dependence Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Local item dependence A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
Local item dependence Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Local item dependence Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
Local Stochastic Dependence Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]
Low-Stakes Tests Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran [(Articles in Press)]
LR Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]

M

Mantel-Haenszel Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
Many-Facets Rasch Model Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
Measurement Invariance Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Mediation Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]
Mental representations Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
Meta-analysis The Effect of Test Preparation on English Proficiency Performance of English Learners [(Articles in Press)]
Method Bias On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items [Volume 8, Issue 1, 2018, Pages 12-26]
MFRM A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
MH Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
Microgenetic development approach Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
Mokken-scale analysis A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
Monotone Homogeneity Model Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS) [Volume 11, Issue 2, 2021, Pages 91-108]
Monoton Homogeneity Model A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
Motivation Investigating Relationships among Test Takers’ Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach [Volume 3, Issue 2, 2013, Pages 38-59]
Motivation for Learning English (MLE) Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context [Volume 10, Issue 2, 2020, Pages 71-87]
Multimodality Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]
Multiple-choice items Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
Multiple-choice items Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Multiple-response multiple-choice items Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
Multitrak test Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar [Volume 4, Issue 2, 2014, Pages 175-186]

N

National University Entrance Examination A Cognitive Diagnostic Modeling Analysis of the English Reading Comprehension Section of the Iranian National University Entrance Examination [Volume 10, Issue 1, 2020, Pages 11-32]
Natural Language Processing Text complexity of reading comprehension passages in the National Matriculation English Test in China: The development from 1996 to 2020 [Volume 11, Issue 2, 2021, Pages 142-167]
Needs Analysis Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]
Non-GDA Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
Nonparametric Item-response theory A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
Non-TEFL background Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms [Volume 10, Issue 2, 2020, Pages 129-144]
Non-Uniform DIF Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
Non-Western Language Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
Novice EFL Teacher Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]

O

One-factor model Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
One-way ANOVA Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Online assessments EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
Online Group Dynamic Assessment (GDA) Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
Online planning TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
Oral DCT Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
Oral Performance Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]

P

PACTE Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
Partial credit model (PCM) How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment? [Volume 2, Issue 1, 2012, Pages 28-58]
PBT Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]
Peer-assessment The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners [Volume 5, Issue 2, 2015, Pages 110-120]
Peer-dynamic assessment Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
Perception Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
Perceptions Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
Performance Assessment Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
Performance Assessments Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
Performance Evaluation Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
Persian language Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
PhD admission interviews Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
PhD Entrance Exam The Relationship among Academic Discipline, Gender and Total Exam Score on Test-Taking Strategies: The Case of the General English Section of the National Iranian PhD Entrance Exam [Volume 7, Issue 2, 2017, Pages 99-115]
Placement test Validation of a Language Center Placement Test: Differential Item Functioning [Volume 13, Issue 1, 2023, Pages 1-17]
Polytomous Data Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
Practical language testing A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
Pragmatic Assessment Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
Pragmatic Assessment Towards Increased Classroom Assessment of Pragmatic Ability [Volume 4, Issue 1, 2014, Pages 5-25]
Pragmatics test Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
Predictive validity A Meta-Analysis on the Predictive Validity of Graduate Record Examination (GRE) General Test [Volume 11, Issue 2, 2021, Pages 51-63]
Pre-task Planning TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
Principal component analysis Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language [Volume 5, Issue 1, 2015, Pages 29-45]
Proctors/Inspectors Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
Professional Development Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
Psycho-motor mechanism Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]

Q

Q-matrix Application of Cognitive Diagnostic Models to the Listening Section of the International English Language Testing System (IELTS) [Volume 9, Issue 1, 2019, Pages 1-28]
Q-matrix Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
Qmatrix Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
Q-Matrix construction Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling [Volume 11, Issue 1, 2021, Pages 22-35]
Q-Matrix construction The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]
Q-matrix, Reading comprehension attributes The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Q-matrix Validation The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]

R

Rasch A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
RASCH measurement Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
Rasch model How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment? [Volume 2, Issue 1, 2012, Pages 28-58]
Rasch model Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework [Volume 6, Issue 1, 2016, Pages 1-23]
Rasch model Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
Rasch model Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Rasch model Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Rasch model Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Rasch model Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Rasch model Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
Rasch model Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
Rasch model Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Rasch partial credit model Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Rater Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
Raters’ Biasedness The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
Raters’ leniency The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
Raters’ severity The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
Rater training The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
Rater training Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
Rater training Fairness in Oral Language Assessment: Training Raters and Considering Examinees’ Expectations [Volume 11, Issue 2, 2021, Pages 64-90]
Rating Scale Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
Rating Scales Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
Reading IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
Reading achievement test Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
Reading aloud Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Reading Anxiety The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
Reading comprehension attributes Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
Reading Comprehension Section Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS) [Volume 11, Issue 2, 2021, Pages 91-108]
Reading construct Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
Reduced Redundancy Principle Validation of C-test Among Afghan Students of English as a foreign Language [Volume 11, Issue 2, 2021, Pages 109-121]
Reliability Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]
Reliability Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
Reliability Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
Reliability Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
Reliability Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
Reliability Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
Reliability Psychometric Evaluation of the Speeded Cloze-Elide Test as a General Test of Proficiency in English as a Foreign Language [Volume 8, Issue 2, 2018, Pages 33-43]
Reliability Designing and Validating a Comprehensive Questionnaire to Assess Online Interaction Learning Model [Volume 11, Issue 2, 2021, Pages 34-50]
Reliability Validation of C-test Among Afghan Students of English as a foreign Language [Volume 11, Issue 2, 2021, Pages 109-121]
Reliability Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]
Rubric Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
Rubrics A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]

S

Scale Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
Scale development On the Development and Validation of a Scale of Test Impact on Test Takers (TITT) [Volume 7, Issue 2, 2017, Pages 155-177]
Second language The Development and Validation of a Second Language Listening Reduced Forms Test [Volume 3, Issue 2, 2013, Pages 77-102]
Second language The Development and Validation of a Second Language Listening Reduced Forms Test [Volume 4, Issue 2, 2014, Pages 155-174]
Self-assessment The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners [Volume 5, Issue 2, 2015, Pages 110-120]
Self-assessment Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]
Self-assessment Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
Self-regulatory writing strategies Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
SEM Investigating Relationships among Test Takers’ Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach [Volume 3, Issue 2, 2013, Pages 38-59]
Situation model Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
Social Consequences Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
Speaking Module New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
Speech Act Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
Standardized evaluation criteria Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
Students’ perception EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
Systematic review Structural Equation Modeling in L2 Research: A Systematic Review [Volume 13, Special Issue, 2023, Pages 79-108]

T

TCF An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French [Volume 13, Issue 2, 2023, Pages 1-12]
Teacher assessment literacy Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Teacher Content Knowledge Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
TeacherEducation University Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
Teacher Evaluation Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
Teacher Professionalism, Teacher Knowledge Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Teachers' Conceptions and Practices of Formative Assessment Questionnaire Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
Teacher Training Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
Teaching and Learning Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
Teaching Methodology The Impression of Formative Assessment in the Immediate Improvement of EFL Learning: Investigation of Pre-service Teachers’ Percipience in English for Teachers Course [Volume 13, Issue 1, 2023, Pages 236-259]
TEFL background Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms [Volume 10, Issue 2, 2020, Pages 129-144]
TEFL Ph.D. Entrance Exam Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
TEFL undergraduate students Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness [Volume 12, Issue 2, 2022, Pages 25-44]
Test Administration Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
Test Administration A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
Test Bias Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
Test construction A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
Test design Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
Test fairness IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
Test fairness Fairness in Oral Language Assessment: Training Raters and Considering Examinees’ Expectations [Volume 11, Issue 2, 2021, Pages 64-90]
Test fairness The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
Test Fairness and Justice Framework, Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
Test format IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
Test format Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar [Volume 4, Issue 2, 2014, Pages 175-186]
Testing Venue Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
Test Instruments Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
Test-led Changes Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context [Volume 10, Issue 2, 2020, Pages 71-87]
Test-management strategy Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Test Reading Comprehension The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]
Tests Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
Test validity Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework [Volume 6, Issue 1, 2016, Pages 1-23]
Test-wiseness strategy Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Text Complexity Text complexity of reading comprehension passages in the National Matriculation English Test in China: The development from 1996 to 2020 [Volume 11, Issue 2, 2021, Pages 142-167]
The Concours Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
The New HSK Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]
Theory of Planned Behavior Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
Think Aloud Protocol An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]
Think aloud protocols Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
TITT scale On the Development and Validation of a Scale of Test Impact on Test Takers (TITT) [Volume 7, Issue 2, 2017, Pages 155-177]
TOEFL Contrasting Groups Analysis of TOEFL® iBT Test Cut Scores and the Common European Framework of Reference (CEFR) Proficiency Levels: Kernel Density Estimation of an English Learners’ Corpus [Volume 11, Issue 1, 2021, Pages 88-102]
TOEFL iBT Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]
TOEFL speaking TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
TOEIC Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan? [Volume 7, Issue 1, 2017, Pages 1-27]
Translation Quality Assessment Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
Translation Quality Assessment Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]

U

UEE Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework [Volume 6, Issue 1, 2016, Pages 1-23]
UEE Cognitive Diagnostic Modeling of L2 Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination [Volume 6, Issue 2, 2016, Pages 92-100]
Undergraduates Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
Unidimensional IRT Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Unidimensionality Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework [Volume 6, Issue 1, 2016, Pages 1-23]
Unidimensionality Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Unidimensionality A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
Unidimensionality Assumption On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items [Volume 8, Issue 1, 2018, Pages 12-26]
Uniform DIF Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
University Entrance Examination Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
University Entrance Examinations (UEEs) Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context [Volume 10, Issue 2, 2020, Pages 71-87]
UTEPT Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]

V

Validation Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
Validation Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
Validation Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
Validation Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model [Volume 7, Issue 1, 2017, Pages 51-61]
Validation Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers [Volume 11, Issue 1, 2021, Pages 103-131]
Validation Validation of C-test Among Afghan Students of English as a foreign Language [Volume 11, Issue 2, 2021, Pages 109-121]
Validation Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Validation Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Validation Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Validity The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
Validity Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
Validity Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
Validity Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
Validity Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
Validity Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test [Volume 7, Issue 1, 2017, Pages 62-72]
Validity Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Validity Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
Validity Psychometric Evaluation of the Speeded Cloze-Elide Test as a General Test of Proficiency in English as a Foreign Language [Volume 8, Issue 2, 2018, Pages 33-43]
Validity Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS) [Volume 11, Issue 2, 2021, Pages 91-108]
Validity A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]
Validity Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Validity Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]
Validity argument approach Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
Verbal Reports Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
Vocabulary A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]

W

Wainer A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]
WDCT Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
WETOAW Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
Writing Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
Writing Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
Writing assessment The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
Writing assessment Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
Writing models How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment? [Volume 2, Issue 1, 2012, Pages 28-58]
Writing skill Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language [Volume 5, Issue 1, 2015, Pages 29-45]
Written DCT Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]

X

X-test An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]

Y

Yen A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]

Z

Zone of Proximal Development The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners [Volume 3, Issue 2, 2013, Pages 60-77]
Zone of Proximal Development Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
Zone of Proximal Development (ZPD) Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
ZPD Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]